| Evaluation of Differentiated Lesson |
| Criteria |
4 |
3 |
2 |
1 |
| Standards |
Key standards are referenced. Lesson is guided by standards. |
Some relevant standards are referenced. Lesson is influenced by standards. Too many or too few standards are included. (Lesson may name many standards instead of focusing on important, key standards; alternately, lesson may not name relevant key standards). |
Standards are alluded to in lesson, and lesson is related to standards. |
No standards are mentioned in lesson. Lesson is not related to standards. |
| Objectives |
Objectives provide a clear sense of what students will know and be able to do as a result of the lesson. All objectives are clearly and closely related to standards. |
Objectives provide some sense of what students will know and be able to do as a result of the lesson. Most of the objectives are related to standards. |
Objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Some of the objectives are related to standards. |
Objectives are missing, unclear, or are unrelated to standards. |
| Assessment |
Assessment is directly related to objectives and standards. Assessment provides opportunities for students with varying learning styles and strengths to excel. |
Assessment is related to objectives and standards. Assessment is less accessible for students with certain learning styles and strengths. |
Assessment is somewhat related to objectives and standards. Assessment is not appropriate for all students' learning styles and strengths. |
Assessment is unrelated to objectives and standards. |
| Instructional Activities |
Activities provide a logical path to meeting objectives. No activities are extraneous or irrelevant. Students of many learning styles and strengths can benefit from activities. |
Activities relate to objectives. A few activities may be extraneous or irrelevant. Activities are accessible to students of more than one learning style or strength. |
Activities relate peripherally to objectives. Some activities are extraneous or irrelevant. Activities are not accessible to students with different learning styles and strengths. |
Activities are unrelated to objectives. Many activities are extraneous and irrelevant. No attempt is made to individualize activities for learning styles or strengths. |
| Differentiated Instruction |
Lesson clearly offers appropriate, creative, and well-integrated challenges for students of all levels, including gifted students and students with special needs. |
Lesson includes some differentiated instruction for gifted students and students with special needs. |
Lesson plan includes minimal differentiated instruction, limited to either gifted students OR students with special needs. |
No differentiation of instruction is mentioned. |
| Supporting Materials & Resources |
Supporting materials and student handouts are clear, complete, and appealing to students. Materials enhance lesson significantly. Resources needed for this lesson are included in plan, and notes about assembling materials, contacting outside guests, or locating additional resources are included, as well. |
Supporting materials and student handouts are clear and complete. Materials enhance lesson. Resources needed for this lesson are included in plan. |
Supporting materials and student handouts are messy, incomplete, and/or unappealing to students. Materials do not enhance lesson. Some resources needed for this lesson are not included in plan |
No supporting materials are included. Many resources needed for lesson are not included in plan. |
| Mechanics |
Spelling and grammar in lesson plan are flawless. |
The lesson plan contains few spelling and grammar errors. |
The lesson plan contains many spelling and grammar errors. |
Spelling and grammar are unacceptable. |
| Grade Level Appropriateness |
All objectives and activities are appropriate for the intended grade level. |
Most objectives and activities are appropriate for the intended grade level. |
Some, but not all, objectives and activities are appropriate for the intended grade level. |
Objectives and activities are inappropriate for the intended grade level. |
| Time Allotment |
Flexible time allotment allows for objectives to be accomplish by all. |
Objectives are accomplishable by almost all students in the time allotted. |
Objectives may not all be accomplishable for many students in the time allotted. |
Objectives are not accomplishable for most students in the time allotted. |
| total: |